Intervenção e Mediação Socioeducativa em Contexto de Acolhimento Residencial

Code:

E531

Acronym:

IMSCAR

Keywords
Classification	Keyword
OFICIAL	Educational Sciences

Instance: 2025/2026 - 1S

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	First degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LCED	14	Official Curricular Structure	3	-	3	28	81

Teaching language

Portuguese

Objectives

The course aims to stimulate reflection on the processes of intervention and socio-educational mediation in residential care contexts. Thus, it is expected that, throughout this course, students will be able to:

• Know and understand the evolution of the Protection System for Children and Young People in Danger;


• Understand the situations and characteristics of Children and Young People in Danger;


• Reflect and think about Intervention in these contexts, particularly in Foster Homes;


• Develop a reflection on the role of an Education Sciences professional in working with Children and Young People in Danger.

Learning outcomes and competences

Develop theoretically grounded critical thinking and analysis on socio-educational intervention and mediation;

Develop theoretically grounded critical thinking and analysis on the system for protecting children and young people at risk;

Critically analyse the functioning of different institutions that work with children and young people in danger;

Promote the development of skills that support the understanding of socio-educational realities and the exercise of socio-educational mediation based on principles of social justice.

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

N/A

Program

1. Promotion and Protection System:
1.1. Evolution of educational policies;
1.2. Levels of action and entities involved.

2. Children and young people in danger
2.1. Characteristics and potential.
2.2. History of neglect.
2.3. Ethical principles of intervention

3. Intervention in the context of residential care
3.1. The place of children and young people.
3.2. The role of school and education.
3.3. The relationship with knowledge.

Mandatory literature

Alvarez, Filipa, Carvalho, Isabel, & Baptista, Marta. ; Adolescentes em contexto institucional, Climepsi Editores, 2014
Alves , Sandra Nunes; Filhos da madrugada : percursos adolescentes em Lares de infância e juventude. ISBN: 972-8726-83-6
Charlot , Bernard; Da relação com o saber : elementos para uma teoria. ISBN: 85-7307-631-3
Delgado , Paulo; Os direitos da criança : da participação à responsabilidade : o sistema de protecção e educação das crianças. ISBN: 972-8562-29-2
Faria, Luísa. ; Desenvolvimento do auto-conceito físico nas crianças e nos adolescentes, Análise psicológica, 4(XXIII), 361-371., 2005
Ferreira, D. and A. Cosme ; A Escola e as crianças e jovens em acolhimento residencial. , Edições Fibra, Editora Fibra, Editora Brasílica , 2019
Ferreira, Daniela; Cosme, Ariana (2020) ; O sucesso educativo de crianças em acolhimento residencial, um inédito viável? , Educação, Sociedade & Culturas 56:119-136, 2020
Mota, Catarina Pinheiro, & Matos, Paula Mena. ; Adolescentes institucionalizados: O papel das figuras significativas na predição da assertividade, empatia e autocontrolo. , Análise psicológica, 28(2), 245-254., 2010
Trindade , Rui; Escola, poder e saber : a relação pedagógica em debate. ISBN: 978-989-8148-34-6

Complementary Bibliography

Carneiro, Roberto, Brito, Alberto, Carvalho, Álvaro, Sampaio, Daniel, Rocha, Dulce, Gomes-Pedro, João, . . . Almeida, Leandro.; Casa Pia de Lisboa: um projeto de esperança: As estratégias de acolhimento das crianças em risco, Principia, 2005
Stoer , Stephen; Educação escolar e exclusão social
Sá, Teresa Casanova; Casas e Pessoas (prefácio). In T. M. P. Santos (Ed.), Acolhimento de Crianças e Jovens em Perigo (pp. ix-xi). , Climepsi Editores., 2008
Gomes, Isabel.; Acreditar no Futuro., Texto Editores., 2010
Rygaard , Niels Peter; A criança abandonada. ISBN: 9727962297

Teaching methods and learning activities

Within the scope of this Course Unit, we will adopt teaching and learning methodologies that aim to achieve the established objectives and programme content.

In this sense, students will be provided with opportunities for:

• Presentations


• Debates


• Group work


• Research


• Oral presentations


• Analysis of real cases.

These methodologies will be essential to create a dynamic and interactive learning environment, providing students with the opportunity to develop critical and practical skills and substantial learning related to the field of study.

keywords

Social sciences > Educational sciences > Education > Social pedagogy
Social sciences
Social sciences > Educational sciences > Education

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Participação presencial	20,00
Trabalho escrito	30,00
Trabalho prático ou de projeto	50,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	25,00
Frequência das aulas	50,00
Trabalho escrito	25,00
Total:	100,00

Eligibility for exams

The assessment system adopted requires compulsory attendance, without prejudice to the provisions of Article 9(4) of the student assessment regulations. Compliance with the attendance requirement presupposes attendance at 75% of the classes scheduled at the beginning of the semester.

Calculation formula of final grade

In accordance with the objectives and syllabus established in this CU, the assessment process will include two main stages: completion of a practical assignment in class (50%), participation in class tasks and discussions (205), and preparation of an individual summary (30%).

These assessment activities will address two fundamental dimensions of the syllabus: The promotion and protection system and intervention in residential care.

The proposed assignments will be monitored by the lecturer(s) through tutorials, which may be individual or in groups. The assessment process will be based on a formative approach, focused on systematic and constructive feedback, aiming to promote effective learning.

Examinations or Special Assignments

Obtaining a grade lower than 8 or failing to complete one of the assessment elements will result in the following appeal mechanism within the distributed assessment:
- completion of new practical work and its discussion with the teachers;
- completion of a new individual summary during the subsequent assessment and examination period.

Internship work/project

N/A

Special assessment (TE, DA, ...)

Students who are exempt by law from complying with the attendance requirements must contact their lecturers within the first three weeks of the semester to arrange study support and tutoring mechanisms that will ensure equal conditions in terms of learning and assessment, as well as to obtain detailed information about the assessment methods and criteria to which they will be subject.

Classification improvement

In order to improve their overall grade for the course unit, students have the opportunity to take a written test without consultation (exam)  that will focus on the content covered in the course unit.